Uncovering Online Collaborative Learning in Teaching English for Specific Purposes

This study aimed to investigate how ESP teachers facilitate online collaboration in teaching English. Furthermore, this study sought to explore ESP teachers’ and students’ collaboration learning (OCL) in public administration (PA) courses. To achieve this, the researchers utilized semi-structured questionnaires and open-ended questions to gather data, which were then analyzed thematically. The findings revealed that ESP teachers employ online collaboration in PA courses in three distinct phases: pre-OCL, during OCL, and post-OCL. They perceived OCL through four themes: context, interaction, impact, and challenges. However, it is important to note that this study did not incorporate the use of a true experiment or direct observation in either the control or class intervention, which is a limitation that should be addressed in future studies. Future studies should explore the potential benefits of ESP-administration-based augmented reality. This study implies that OCL in ESP teaching necessitates innovation and creativity from ESP teachers, as it extends beyond simply emphasizing communicative competence.